Search
Animals A to Z
About
Animals A to Z
Education World's Animals A to Z printable activity pages are designed for weekly use with students
in grade 2-4. Students learn interesting facts about animals they know (and some animals they don't know)
as they reinforce basic skills of capitalization, punctuation, spelling, and grammar.These work sheets are also excellent test-preparation tools. The skills emphasized in the series are those found on all standardized tests in grades 2 and 3: simple word usage, end-of-sentence punctuation, comma placement in a series, basic spelling, and others. The skills do not include the appropriate use of apostrophes (except in contractions) and more advanced skills. If you want editing activities that include those skills, be sure to see our daily Every-Day Edit series.
For more information about this series, or for ideas for using it, be sure to see the Ideas for Using Animals A to Z page.
Note: At first, these activities might be challenging for your students. That's not a bad thing! Encourage them to keep at it. Go over the activities as a class. If students stick to it, they will get better at finding all ten errors on each work sheet. They'll be developing the skills that they will encounter on standardized tests too!Looking for fresh language arts and reading teaching ideas? Education World presents a variety of language and literature resources that all teachers can use to liven up instruction. Find dozens of valuable teaching ideas in our Language Arts and Literature Subject Center.
Animals A to Z: Diamondback Rattlesnake
EW Lesson Plans
Submit your own lesson plan for a chance to receive a FREE $50 Classroom Supplies Gift Card!
> Learn more!
Chatter
Trending
February
Every-Day Edits
Use Every-Day Edits to build language skills, test scores, and cultural literacy. Be sure to see our tips for using Every-Day Edits in your classroom.
African American History MonthRosa ParksSpace Shuttle ColumbiaWoolworth's Sit-InGroundhog DayThe Adventures of Huckleberry Finn PublishedSled Dogs Save NomeGrand Central TerminalThe Super Bowl"Hammerin' Hank" AaronPresident Ronald ReaganLaura Ingalls WilderSapporo Snow FestivalChinese New YearLucy Cousins and MaisyPresident Abraham LincolnArtist Grant WoodArizona, the 48th StateValentine's DayMatt GroeningSusan B. AnthonyMichael JordanPluto, the Dwarf PlanetFirst Woman DentistGeorge Frederick HandelKuwaitGrand Canyon National ParkUntethered Space WalkEdison’s First Movie SetSnow Ice CreamLeap Year
Looking for ideas for using Every-Day Edits in your classroom? See our idea file.
Run out of Every-Day Edit activities for the month of February? Check out our Xtra activities for any time of year.
Subject: ELA- Reading
Grade: 3
Lesson Objective: To ask and answer questions about a particular text
Common Core Standard: CCSS.ELA-Literacy.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Materials:
Printable Paragraph Student Handout
Starter:
Say:
Why do we ask questions? (Allow the students to answer.)
Main:
Say:
We ask questions to learn more about something. Sometimes we ask questions because we do not understand something and we need it to be explained more. And, sometimes we ask questions because we just want to know more!
Many times, when we are reading, we think of questions that we have about what we are reading. It might be a question about a word that we do not understand or a question about why something happened.
Raise your hand if you have ever asked a question out loud or to yourself when you were reading?
You are now going to read a paragraph about space. While you are reading, I want you to think about any questions that you might have. (Allow the students time to read the paragraph.)
Now that you have read about space, I want you to think about questions that you have about what you read. Raise your hand if you have a question. (Allow the students to share their questions. If the students cannot come up with any questions to ask, prompt them by asking them to think about questions using who, what, where, why and how.)
You came up with some really good questions! Now, you are going to answer questions about what you read.
You will write the answer on the line next to the questions. You will also need to underline the part of the paragraph that shows you where you got your answer.
Does anyone have any questions?
Feedback:
Say:
Who would like to share their answers? (Allow the students to share and go over the answers and where they came from.)
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2019 Education World
Subject: ELA- Reading
Grade: 3
Lesson Objective: To sequence the steps of how to make chocolate chip cookies
Common Core Standard: CCSS.ELA-Literacy.RI.3.3 - Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Materials:
Printable Paragraph Student Handout
Starter:
Say:
Do you think it is important to do something like following a recipe in order? Why or why not? (Allow the students to answer.)
Main:
Say:
When following directions to make a recipe or to put something together, it is important to following the steps in order.
If you do not follow directions in order, what could happen? (Allow the students to answer.)
Raise your hand if you have ever followed a recipe or put something together following directions.
When reading directions, it is important to start at the beginning and read everything. After you understand what the directions are telling you to do, you can start.
Today, you are going to read about how to make chocolate chip cookies. When you are reading the directions, make sure that you understand what the recipe is telling you. (Allow the students time to read the recipe.)
Raise your hand if you can tell me what the directions are telling you to do. (Allow the students to answer. Answers should refer to mixing ingredients together and baking.)
What is the first step? How do you get from step one to the last step? (Allow the students to answer.)
You are now going to sequence all of the steps. Under the recipe that you read are all of the steps, but they are not in order. You will put a number next to each step. The first step will have a number 1.
Does anyone have any questions?
Feedback:
Say:
Who would like to share their answers? (Allow the students to share and go over the sequence of steps.)
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2019 Education World
Receive timely lesson ideas and PD tips
Sitemap
|
Sign up for our free weekly newsletter and receive
top education news, lesson ideas, teaching tips and more!
COPYRIGHT 1996-2016 BY EDUCATION WORLD, INC. ALL RIGHTS RESERVED.
COPYRIGHT 1996 - 2019 BY EDUCATION WORLD, INC. ALL RIGHTS RESERVED.
75 Mill Street, Colchester, CT 06415
